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Oroville Union High School District |
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Physical Education |
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Physical Education - Self-Defense (Draft) |
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California Code of Regulations
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California Code of Regulations
The learner will be able to
understand that the California Code of Regulations (CCR) may be accessed on the Internet and that they can evaluate their progress in each of the following areas: (1) effects of physical activity upon dynamic health; (2) mechanics of body movement; (3) aquatics; (4) gymnastics and tumbling; (5) individual and dual sports; (6) rhythm and dance; (7) team sports; (8) combatives (may include self defense) (CCR, Title 5, Section 10060)
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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Movement Skills and Movement Knowledge
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Movement Activities
The learner will be able to
show basic competence in more than one activity from the curriculum. Students will document their competence in two or more types of movement forms, such as playing a team sport using all the skills and strategies, demonstrating proficiency in a variety of swimming strokes, or creating and demonstrating a gymnastics routine. Support can be a videotape demonstrating movement proficiency, a certificate from a recognized health or sport agency (Red Cross certification,
for instance), or an acceptable grade on a rubric-based skill evaluation. Students will include this documentation as part of a portfolio.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
Synthesis |
Master |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 1. |
Classroom
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Moves and Situations
The learner will be able to
identify the characteristics of highly skilled performance in a few
movement forms, understand the relationship between biomechanical principles and
movement, assess the movement skills of self and others, and analyze basic offensive and defensive strategies in games and sports
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 2. |
Classroom
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Health and Physical Fitness
The learner will be able to
understand the physiological, psychological, and social benefits of a
healthy, active lifestyle; assess and analyze their personal fitness; set goals to meet current health-related fitness standards; apply principles of training in designing a personal fitness program; and participate in a variety of physical activities appropriate for enhancing
physical fitness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 3. |
Classroom
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Movement Activities in Self-Defense
The learner will be able to
be competent in many movement activities and will excel in a few movement activities. Fundamentals
1. Avoid trouble if all possible.
2. If one finds that one must protect themselves, they must use their training to control their opponent.
3. If control is not possible, one must take the last step which is to neutralize ones opponent.
4. Use maximum strength against your opponent's weakest points.
5. Maintain one's balance while making your opponent become off balance.
6. Use opponent's momentum to one's advantage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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Movement in a Variety of Situations
The learner will be able to
understand how and why one moves in a variety of situations and will use this information to enhance his or her skills. Learn each phase of all movements precisely and accurately. Attain a speed by constantly practicing all movements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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Health-Enhancing Level of Fitness
The learner will be able to
achieve and maintain a health-enhancing level of physical physical fitness. 1. Students will begin each day with a variety of warm-ups, stretching, conditioning and aerobic exercise.
2. Students will be assessed for their individual knowledge and ability of techniques by participation and demonstration of movements.
3. Students' activity level will be adjusted as they progress in learning specific holds, throws, and types of falls and rolls.
4. Students will work individually and in groups to aid one another in mastering the techniques of the arts
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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Self-Image & Personal Development
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Physically Active Lifestyle
The learner will be able to
analyze and compare health and fitness benefits derived from various physical activities; identify the ways in which physical activity can provide opportunities for positive social interaction and enjoyment; and participate in a variety of physical activities in order to achieve personal goals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 4. |
Classroom
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Participation in Movement Activities
The learner will be able to
act independently of peer pressure; explain why and how rules make participation in physical activity safe; and apply safe practices, rules, and procedures in all physical activity
settings, and demonstrate good sportsmanship.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 5. |
Classroom
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Self-Defense Physically Active
The learner will be able to
exhibit a physically active lifestyle and will understand that physical activity provides opportunities for enjoyment, challenge, and self-expression. 1. Students will research the history of Jujitsu and how it benefited the early Japanese warriors and how it might become a healthy physical lifestyle for practitioners today.
2. Students will practice and compete with techniques that will provide challenge and enjoyment.
3. Students will establish their own original style in techniques and apply personal characteristics achieve success in practice and competition
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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Self-Defense Behavior & Movement
The learner will be able to
demonstrate responsible personal behavior while participating in movement activities. 1. Students will be introduced to Jujitsu etiquette which emphasizes fairness, tolerance, patience, diligence, and a constant striving to better oneself physically, mentally, and spiritually.
2. Students will go through a meditation exercise (3-5 min.) to calm and prepare themselves for a workout, which also teaches students to focus on training.
3. Students will be required to memorize and demonstrate the Jujitsu By-Laws
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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Social Behavior
The learner will be able to
resolve conflicts in appropriate ways; participate in peer coaching for development of physical education skills and knowledge; and participate in activities representing different cultural backgrounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 6. |
Classroom
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History and Culture
The learner will be able to
describe events in history that have had an impact on current physical education programs, sports, career opportunities; demonstrate an understanding of how sport and dance influence American culture; and understand the historical trends in fitness participation and activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 7. |
Classroom
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Self-Defense Social Behavior
The learner will be able to
demonstrate responsible social behavior while participating in movement activities. The student will understand the importance of respect for all others. 1. Students will demonstrate Jujitsu etiquette while practicing and competing with one another.
2. Students will be required to learn traditional Japanese etiquette of patience, tolerance, courtesy, and respect in and outside of the class.
3. Students will gain additional knowledge of martial arts in the history of various Asian cultures
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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History & Culture of Self-Defense
The learner will be able to
understand the interrelationship between history and culture and games, sports, play, and dance. 1. Students will learn and demonstrate traditional rules of etiquette for competition in Karate, Judo, and Jujitsu.
2. Students will study aspects of a variety of martial arts that originated in various world cultures.
3. Students will be required to learn the history of Bojuka Ryu Jujitsuh
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
Oroville Union High School District(a) |
Classroom
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National Standards-Physical Education
The learner will be able to
demonstrate competency in many movement forms and proficiency in a few movement forms; apply involvement concepts and principles to the learning and development of motor skills; exhibit a physically active lifestyle, and achieve and maintain a health-enhancing level of physical fitness; demonstrate responsible personal and social behavior in physical activity settings; demonstrate an understanding and respect for differences among people in physical activity settings; and understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
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Master |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
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